Employers across Asia-Pacific now expect more from graduates than technical skills. As AI changes the nature of work, universities need to prepare students for jobs that may require skills beyond what traditional education has taught.
This challenge was a key theme at the QS Higher Ed Summit: Asia Pacific 2026, held in Bali, Indonesia, from November 3 to 5.
The summit brought together more than 1,500 leaders from universities, governments, and industries to examine how higher education can create meaningful opportunities while responding to the evolving needs of the global workforce.
Technical Skills Are Only the Starting Point
The panel, moderated by QS CEO Jessica Turner, asked industry representatives how recruitment priorities have shifted over the course of their careers.
Harry K. Nugraha of Intel said that specialised technical knowledge remains essential but no longer sets candidates apart. Employers increasingly look for individuals who understand broader business contexts, adapt quickly, and contribute beyond their immediate responsibilities.
Juliana Cen, President Director of HP Indonesia, said AI has made research, application development, and presentation preparation more accessible. But producing information is not the same as turning it into practical business solutions. That still requires critical thinking, sound judgement, communication, empathy, and relationship-building, she said. Technology cannot replace any of them.
The QS Global Employer Survey 2026 points in the same direction. Critical thinking and problem-solving represent two of the largest skills gaps across technology, finance, and healthcare industries. Communication is also a significant gap, particularly in the technology sector, where its skills gap score reaches 20.2.
AI Is a Partner, Not a Replacement
The discussion also pointed to the need for a balanced combination of technical knowledge, AI proficiency, and human judgement.
Rahit Kalsy argued that future professionals need three capabilities that must be developed together. These are strong foundational knowledge in their fields, the ability to work effectively with AI, and the judgement to evaluate information, question assumptions, and solve complex problems.
Nugraha framed AI in similar terms, describing it as a smart partner rather than a substitute for independent thinking.
AI adoption in higher education is moving quickly. The QS Generative AI Pulse Survey 2025 found that 72% of academics in Asia-Pacific use AI for academic work at least weekly, compared with 61% in North America and 64% in Europe.
Wider adoption, however, brings institutional challenges. Ethical concerns were identified as the leading barrier to AI implementation by 49% of surveyed academics, followed by data security and privacy concerns at 31%.
Universities and Industries Must Work Together
Preparing graduates for this changing environment cannot fall solely on universities. The panel agreed that employers, educational institutions, and individuals share responsibility for developing future talent.
Dr. Nelly, Rector of BINUS University, stressed the value of combining academic learning with practical industry experience. At BINUS, students take part in a mandatory programme in which they spend one or two semesters in activities such as internships, entrepreneurship, or overseas study.
The programme reflects a broader need to expose students to real workplace challenges before they graduate.
Nugraha added that collaboration between universities and industries should extend beyond curriculum development. Joint projects, internships, and continuous evaluation are necessary to keep academic programmes relevant to changing industry requirements.
As AI reshapes the Asia-Pacific workforce, the ability to keep learning may matter as much as the qualifications graduates earn at university.
